INTRODUCTION Education in Malaysia is overseen by two government ministries: the Ministry of Education for matters up to the secondary level, and the Ministry of Higher Education for tertiary education. Although education is the responsibility of the federal government, each state has an Education Department to help coordinate educational matters in their respective states. The main legislation governing education is the Education Act of 1996. Education may be obtained from government-sponsored schools, private schools, or through homeschooling. By law, primary education is compulsory. As in other Asian countries such as Singapore and China, standardized tests are a common feature. Firstly, we must know about the history of education in malaysia. Sekolah Pondok (literally, Hut school), Madrasah and other Islamic schools were the earliest forms of schooling available in Malaysia . Early works of Malay literature such as Hikayat Abdullah mention these schools indicating they pre-date the current secular model of education. Secular schools in Malaysia were largely an innovation of the British colonial government. Many of the earliest schools in Malaysia were founded in the Straits Settlements of Penang, Melaka, and Singapore. The oldest English-language school in Malaya is the Penang Free School, founded in 1816, followed by Malacca High School, and Anglo Chinese School, Klang. Many English-language schools are considered quite prestigious. British historian Richard O. Winstedt worked to improve the education of the Malays and was instrumental in establishing Sultan Idris Training College. The college was established with the purpose of producing Malay teachers. R J Wilkinson helped established the Malay College Kuala Kangsar in 1905 which aimed to educate the Malay elite. Initially, the British colonial government did not provide for any Malay-language secondary schools, forcing those who had studied in Malay during primary school to adjust to an English-language education. Many Malays failed to pursue additional education due to this issue. Despite complaints about this policy, the British Director of Education stated: “| It would be contrary to the considered policy of government to afford to a community, the great majority of whose members find congenial livelihood and independence in agricultural pursuits, more extended facilities for the learning of English which would be likely to have the effect of inducing them to abandon those pursuits.[2]| ”| Malay representatives in the Federal Council as well as the Legislative Council of Singapore responded vehemently, with one calling the British policy "a policy that trains the Malay boy how not to get employment" by excluding the Malays from learning in the "bread-earning language of Malaya". He remarked: “| In the fewest possible words, the Malay boy is told 'You have been trained to remain at the bottom, and there you must always remain!' Why, I ask, waste so much money to attain this end when without any vernacular school, and without any special effort, the Malay boy could himself accomplish this feat?[3]| ”| To remedy this problem, the British established the Malay College Kuala Kangsar. However, it was mainly intended as a way to educate low-level civil servants, and not as a means to opening the doors of commerce to the Malays — the school was never intended to prepare students for entrance to higher institutions of education.[4] Missionaries of various Christian denominations, such as the Roman Catholic Josephian order and the Lasallian Brothers, Seventh-day Adventist, Anglican as well as Methodist also started a series of mission schools which provided primary and secondary education in the English language. Most of these were single-sex schools. Although nowadays they had fully assimilated into the Malay-medium national school system and most admit students regardless of gender and background (some single-sex schools remain), many of the schools still bear...

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...Education in Malaysia is overseen by two government ministries, The Ministry of Education (Kementerian Pelajaran in Malay) which handles matters pertaining to pre-school, primary school, secondary school and post-secondary school. Matters regarding tertiary education are dealt with by the Ministry of Higher Education (Kementerian Pengajian Tinggi in Malay) which formed at year 2004 with the intention to provide a better supervision on tertiary education issues. Each state has an Education Department to coordinate educational matters in its territory despite the fact that education is the responsibility of federal government. The main legislation governing education is the Education Act of 1996.
Before the introduction of the matriculation system, students aiming to enter public universities are required to finish an additional 18 months of secondary schooling in Form Six and sit the Malaysian Higher School Certificate (Sijil Tinggi Persekolahan Malaysia, STPM); equivalent to the British Advanced or 'A' levels. Since the introduction of the matriculation program as an alternative to STPM in 1999, students who completed the 12-month program in matriculation colleges (Kolej Matrikulasi in Malay) can enroll in local universities. However, in the matriculation system, only 10% of the places are open to Non-Bumiputra(Chinese...

...MalaysiaEducation Blueprint 2013 - 2025 Foreword
1
MALAYSIAEDUCATION BLUEPRINT
CHAPTER 1
CONTExT AND
INNOVA
6
Education is a major contributor to the development of our social and economic capital. It inspires creativity and fosters innovation; provides our youth with the necessary skills to be able to compete in the modern labour market; and is a key driver of growth in the economy. And as this Government puts in place measures under the New Economic Model, Economic Transformation Plan and Government Transformation Plan to place Malaysia firmly on the path to development, we must ensure that our education system continues to progress in tandem. By doing so, our country will continue to keep pace in an increasingly competitive global economy.
ATION
Our education system has been the bedrock of our development. It has provided this generation and those before it with the skills and knowledge that have driven the country’s growth and, with it, our prosperity. At the centre of this are the thousands of dedicated teachers, principals, administrators, and officers and staff at the Ministry of Education, both past and present, whose contribution can never be overstated. In the 55 years since our independence, they have overseen a dramatic improvement to the quality and provision of education. And through their...

...Title: Re-image our Country: What do Moral, Citizenship and History Education in Malaysia Play Their Role in Constructing the National Identity 2. Abstract
This paper examines the politics and practice of the social education implemented in Malaysia. Our goal is to provide an overview of theoretical conceptions of social education, which we examined the policies and content of the Moral Education, Citizenship Education and History Education within the context of ethnicity, social cohesion and nation-building. History can construct one’s past, while history education takes full responsibility in building the nation identity and social memories. Moreover, Moral Education and Citizenship Education play a role in cultivating the sense of patriotism through the pedagogy in the classroom. Public education in Malaysia is promoted as a nation-building tool, intend to inculcate a sense of Malaysian-ness and patriotism. This paper seeks to look at the development of the policies of social education in Malaysia, which includes Moral Education, Citizenship Education and History Education. In particularly, I examine the contents of Malaysian state-approved textbooks.
3. Descriptors: POLITICS/POLITICAL CHANGE; MORAL...

...taught in all the National Type Schools. This was a process to transform it into the National Language. The Razak Report also proposed a secondary education system with the Malay language as the medium of instruction. (Penyata Razak, Perenggan 12, 1956)
Other than that, this policy also supported the Malay language as the national language as well as to standardized the same educational content at all level of schooling to inculate the spirit of unity and cooperation among the students from different races. The spirit of this education policy became the foundation to create a healthy and educated young generation as the human resource to developing the nation. Students also can begin their activity together under one roof and use the same school facilities without any discrimination. So, students are able to understand the customs, culture, thinking and sensitive matters that cannot even arise in a race. In fact, students can also foster a sense of belonging or spirit de corps among them.
Although there is opposition from the Chinese people, the people of India largely accept the Malay language as a compulsory subject in primary schools. (Haris Md Jali, 1990), stated that representative of India society in the Federal Legislative Council SOK Abdullah praised the Razak Report as "giving" their languages ​​as valid in the state of education system. (http://www.mymla.org/files/icmm2010_papers/ICMM2010_p13.pdf)
The Weaknesess of...

...EDUCATION ACTS AND REPORTS
INTRODUCTION
Integration of the various racial and ethnic groups, the central aim of the 1 Malaysia concept, had always been the primary concern of the governments’ education policy since Independence in 1957. In fact the Razak education report of 1956 and the Rahman Talib report of 1960 had delineated clear guidelines and emphasise national integration.
Compare and contrast out the aims and provision of Barnes Report (1950), Fenn-Wu Report (1951), the Razak Report (1956) and the Rahman Talib Report (1960).
After World War Two, the education system in Malaya was pretty much in shambles, and until Malaya achieved her independence in 1957, much had to be done to map out a new education system for the nation.
Efforts began with the introduction of a new, national education system with English as the one and only medium of instruction, but eventually, an education system was formed in which Malay became the main medium of instruction.
In 1949, a Central Advisory Committee on Education was set up to aid the government in deciding on the best form of education system, which could be implemented in Malaya, to be the catalyst in fostering national unity.
In 1950, the Barnes Committee came out with the Barnes Report, which proposed that all primary vernacular schools maintain one single standard...

...August 2012
Impact of Globalization on Trends in Entrepreneurship Education in Higher Education Institutions
Norasmah Othman, Nor Hafiza Othman, and Rahmah Ismail

Abstract—With the trend of increasing globalization, entrepreneurship has been receiving more attention from government and educational institutions. Changes in the uncertain world economy have resulted in fewer job opportunities for college graduates, and in response, the government has sought to develop creativity among students through entrepreneurial activities and programs. The question now is, Are the increasing trends of changes and demands for entrepreneurship education due to the impact of globalization? To answer this question, this study examined the impact of globalization on trends in the demand for business and entrepreneurship education and entrepreneurial skills in Malaysia. Questionnaire data were obtained from 306 participants. The participants were randomly selected from the population of administrators in higher education institutions in Malaysia. Data were analyzed using the descriptive statistics method. The findings show that there is an increasing demand for entrepreneurship education and entrepreneurial skills, indicating that globalization has influenced the demand for entrepreneurship education and entrepreneurial skills among university graduates....